Developmental Differences in Children's Generation of Knowledge-Based Inferences

Autor/inn/en	Currie, Nicola K.; Cain, Kate
Titel	Developmental Differences in Children's Generation of Knowledge-Based Inferences
Quelle	In: Discourse Processes: A Multidisciplinary Journal, 60 (2023) 6, S.440-456 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0163-853X
DOI	10.1080/0163853X.2023.2225980
Schlagwörter	Inferences; Children; Story Reading; Accuracy; Reaction Time; Inhibition; Reading Comprehension; Cues + Suchen Sie Ihr Suchwort? Inference; Inferenz; Child; Kind; Kinder; Reaktionsvermögen; Hemmung; Leseverstehen; Stichwort
Abstract	We examined knowledge-based inference in 6-, 8- and 10-year-olds. Participants listened to texts where the number of clues for an inference was manipulated and then judged whether single-word probes (target inference, competing inference, literal word from the text and an unrelated concept) were related to the story. Accuracy and response times were analyzed with mixed-effects models. Inference accuracy was higher with three clues, and older children responded to the inference more accurately and quickly than younger children. The inference and literal probes were compared: 10-year-olds responded more accurately and quickly to the inference; however, 6-year-olds were more accurate for the literal. We propose that by 10-years of age, children are able to activate knowledge-based inferences while listening to text. All age groups had some inhibition difficulty, with less accurate and slower responses for the competing inference than the unrelated concept. Inference instruction should be sensitive to developmental differences in inferential processing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01